Augmentation/Apply: Using a simple yet powerful tool for visualization like GeoGebra, students explore the concepts covered in the resources described in 1., and solve related standard problems. The scope and number of the problems is not governed by what is available in the “back of the book,” but rather driven by the evolution of student understanding, as measured by suitable formative assessment processes.
Group items matching
in title, tags, annotations or url
1More
#1 new release: THE FEEDBACK FIX - 9 views
-
What happens when our feedback describes a future people can change, not a past they can't? Find out in THE FEEDBACK FIX, #1 new release from Rowman & Littlefield. Watch the trailer, get the book, and spread the word! Order here: http://amzn.to/2nzgFvV
2More
SAMR and Bloom's Taxonomy: Assembling the Puzzle | Common Sense Education - 37 views
-
-
Substitution/Remember: Students use ebooks and other Open Education Resources to acquire basic knowledge about statistical tools and procedures. 2. Substitution/Understand: At the same time, they begin a process of gathering information online describing applications of these statistical tools to an area of interest to them, using simple bookmark aggregation services (e.g., Diigo, Delicious) to collect and tag these resources, relating them to the knowledge gained in 1.
23More
Guideline on Some Questions and Answers about Grammar - 36 views
-
Grammar names the types of words and word groups that make up sentences not only in English but in any language
-
sentence structure
-
conventions and style of language.
- ...20 more annotations...
-
apply knowledge of language structure, language conventions (e.g., spelling and punctuation)"
-
language use, patterns, and dialects
-
Students benefit much more from learning a few grammar keys thoroughly than from trying to remember many terms and rules.
-
Experiment with different approaches
-
show students how to apply it not only to their writing but also to their reading and to their other language arts activities.
-
If they know how to find the main verb and the subject, they have a better chance of figuring out a difficult sentenc
-
Traditional drill and practice will be the most meaningful to students when they are anchored in the context of writing assignments or the study of literary models
-
apply it to authentic texts.
-
Try using texts of different kinds, such as newspapers and the students' own writing, as sources for grammar examples and exercises.
-
entence combining: students start with simple exercises in inserting phrases and combining sentences and progress towards exercises in embedding one clause in another.
-
practice using certain subordinate constructions that enrich sentences.
-
All native speakers of a language have more grammar in their heads than any grammar book
-
If a word can be made plural or possessive, or if it fits in the sentence "The _______ went there," it is a noun. If a word can be made past, or can take an -ing ending, it is a verb
-
whole sentence or a fragment
-
verb phrase
-
subject
-
pronoun f
-
Students can circle the sentence subjects in a published paragraph, observe this pattern at work, and then apply it to their own writing.
-
Most sentences start with information that is already familiar to the reader, such as a pronoun or a subject noun that was mentioned earlier.
-
end focus.
1More
Book: Just great teaching by @TeacherToolKit via @BloomsburyEd - 5 views
-
"We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, analyses and disseminates best practice in teaching. This is supported by case studies and research undertaken by Ross in ten primary and secondary schools across Great Britain, including a pupil referral unit and private, state and grammar schools, as well as explanations from influential educationalists as to why and how these ideas work. Ross explores the issues of marking and assessment, planning, teaching and learning, teacher wellbeing, student mental health, behaviour and exclusions, SEND, curriculum, research-led practice and CPD."
1More
Atomic Learning's eBook on How to Flatten Your Classroom - Movies - 1 views
How Can I Convert PDFs and Other Ebooks to the ePub Format? - 60 views
lifehacker.com/...ther-ebooks-to-the-epub-format
pdf ebooks epub ebook books ipad converter conversion
shared by Sharon Greenberg on 02 Jun 10
- Cached
1More
You Gotta See This: Kindergarteners Act Out 'Miss Nelson Is Missing' | Edudemic - 74 views
-
How fun when you learn a little video editing. See what is possible? Even in Kindergarten?
1More
Does Mathematics Education need a re-think? - 56 views
-
Once upon a time Mathematics was easy to teach. A typical lesson would begin with a direction towards a particular page of the text book and would conclude with the ceremonial marking of the answers. This process was repeated over and over, year after year and in the end students would be able to repeat the required method with a satisfactory degree of accuracy.
1More
Earth Science - 2 views
-
The investigations and visualizations on this site were designed to accompany Earth Science, a high school textbook authored by Spaulding and Namowitz and published by McDougal Littell. The Web site was developed by TERC, a non-profit educational research and development firm in collaboration with McDougal Littell. Funding was provided by the National Science Foundation.
64More
RTI Talks | RTI for Gifted Students - 9 views
-
learning contracts with the student focused on work that takes the students interests in to account may be helpful.
-
-
"Up from Underachievement" by Diane Heacox
-
Gifted learners are rarely "globally gifted
- ...59 more annotations...
-
From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
-
The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
-
Be very explicit with what the differentiation is and how it is addressing the needs
-
A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
-
When a child has met all the expected benchmarks
-
independent reading
-
reading log
-
small group for discussions using similar questions.
-
long-term solutions might include forming a seminar group using a
-
program like "Junior Great Books."
-
Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
-
enrich potential
-
to plan appropriate instruction, based on data that show the learners' needs.
-
additional enrichment and challenge in their area(s) strength.
-
Tiers 2 or 3
-
As the intensity of the needs increase, the intensity of the services also increases.
-
our ability to nurture potential in students prior to formal identification
-
appropriately scaffolded activities through Tier 2 support.
-
, with high-end differentiation and expectations, we are able to support the development of potential in all students.
-
This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
-
likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
-
Tier 1 include:
-
Tier 2 include:
-
Tier 3 include:
-
universal screening
-
Aspergers
-
gifted children with learning disabilities?
-
If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
-
-
Educational opportunities are not a “zero sum” game where some students gain and others lose.
-
the needs of all learners.
-
One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
-
make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
-
recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
-
all students deserve to attend a school where their learning needs are met
-
seek out ways to build the knowledge and skills of teachers to address the range of needs
-
This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
-
first
-
This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
-
These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know) The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge Tiered Learning Centers that allow children to further explore skills and concepts Independent and Small group learning contracts that allow students to follow area of interest Questioning for Higher Level thinking to stretch the minds of each child.
-
RTI was,
-
first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
-
The primary issue is the need for measures of potential as well as performance.
-
an IQ measure
-
portfolio
-
that sometimes occur outside of school
-
children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
-
a "diamond" shaped RTI model
-
confusing
-
use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
-
English Language Learners?
-
Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
-
Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
-
off grade level trajectories
-
this may includ
-
assess the slope and speed of learning and plot the target from there.
-
content acceleration and content enrichment.
-
independent or small group project of their choice.
-
renzullilearning.com.
-
additional learning opportunities that both challenge the learner and address high interest learning topics.
22More
shared by Martin Leicht on 11 Jan 21
- No Cached
Distracted Minds: Why You Should Teach Like a Poet - 4 views
www.chronicle.com/...y-you-should-teach-like-a-poet
education higher ed students engagement focus build zoom learning
shared by Martin Leicht on 11 Jan 21
- No Cached
-
Routine is a great deadener of attention.
-
When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
-
same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
- ...17 more annotations...
-
Be astonished.
-
Pay attention.
-
Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
-
We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
-
Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
-
Close — and I mean really close — reading.
-
in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
-
Tell about it.
-
asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
-
-
Engagement with objects.
-
pointed out anomalies and inconsistencies, and wondered
-
What? For the first step, students spend time just observing the object and taking notes.
-
So what? Students write down questions based on their observations and share them with one another.
-
Now what? The final stage shifts into more whole-class and teacher-centered discussion
-
Attention through assessments.
-
For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
-
As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.
-
Could some or all of this work online to build engagement? 1) close reading 2) engage with objects 3) attention through assessments
5More
TechBlo.com - Sanity to Insanity - Diigo: powerful tool, so much underrated - 5 views
-
A powerful Social Annotation and Research Tool - DIIGO! Well indeed Diggo is the coolest tool I have ever come across on the web2.0 scenario. It is a social annotation tool, social book mark tool and a online notes. Fits good to the best researchers online, it is a team tool, that leverages the time spent online. You do not waste a single minute and not waste the time spent in finding data and loosing it. Find it, mark it, send it, store it, import it!! surprising, this is all accomplished by a single tool and it is so much under rated.
-
With Diggo you can be rest assured you have the data saved and sent in seconds! Once your fellow researcher (or a friend) gets online on the same page, knowing or by chance, he can see that you have left a message for him. All you need is, both of you will have to install the Firefox/Internet Explorer/Flock/Opera browser toolbars. These toolbars will make sure both of you do not note the same or miss an important data.
-
Not only researchers, or known friends, but also strangers with same interest can make use of (rather exploit) this tool and do wonders. Say for example a bird watching community is on the prowl for a rare bird, or the very famous Flamingos, they all land up in a page that has abundance of information about the Flamingos, they can mark certain text in the page and leave a comment. Say a professor is leaving a comment about the Flamingos, and their migratory pattern, the others can see this note, respond to it! Later people with the same tool (Diigo toolbar) come to the page can see the conversation that has happened on the web, and note that this page is quite popular.
- ...2 more annotations...
-
That is why "Ramanathan of TechnoPark" claims this tool is under rated, I kinda more than agree with his view
-
once this tool is leveraged the right way, this tool would rock the world. The world (read Internet) would be a better and wonderful place to live in.Imagine you stumble upon a web page and think no one has ever come into this page before! or Come into the page and see how many people have come in and left comments on the same page, and information. It is up to the Netizen to decide how good this tool can be put to use, and not destroy the beauty of this Web2.0 tool! >